13th IEEE Integrated STEM Education Conference — 9 AM - 5 PM EDT, Saturday, March 11 Onsite Venue - Kossiakoff Center - 11100 Johns Hopkins Road, Laurel, Maryland
Workshops and Industry
Session Workshops-01
Track 11 — Workshops 1
Conference
1:10 PM
—
2:40 PM EST
Local
Mar 11 Sat, 10:10 AM
—
11:40 AM PST
Location
Room Number: K-221 (Upstairs, Second Floor)
Engineering Simulations through a Language Lens
Lauren Mauel (UW System, USA); Cody Steuck (ELL Advocates, USA)
0
This workshop will explain ways for schools and teachers to provide engineering education to students through the lens of language. In K12 schools, many English Language Learners lose out on opportunities to learn to engineer. Since there are 5.1 million English Language Learners in the United States, and this number is projected to grow, we hope that schools find use in our immersive workshop experience.
Integrated STEM (I-STEM) opportunities should be equitable, but in today's world, the doors to I-STEM opportunities quickly close for children who perform below their grade level in mathematics and science. This curriculum aims to provide teachers with entry points and lessons for all students to experience engineering. I-STEM should not be available for only a select few within our school systems; the opportunity to benefit from an integrative experience must be accessible to all students. With accessibility comes the chance to improve academic and employment success. Even if students require language intervention, academic support, or behavioral assistance, there is room for every student in the I-STEM arena. By focusing on culture, we strive to create more dynamic and equitable paths for student engagement within I-STEM.
According to research, African American and Latino populations are attracted to STEM when the work's main purpose is to enhance the common good. Without a focus on creating a better world, African American and Latino populations could lose interest in STEM activities. At the same time, research shows that STEM careers are viable and lucrative options for disadvantaged students (Rozek et al., 2019, p. 1553). According to the US News and World Report, STEM careers exceed non-STEM careers by $8.50 per hour (Hansen, 2017). For many students, however, a bigger paycheck and increased job security may not be appealing enough. Students require a higher purpose to drive their interest in technical STEM fields.
RESEARCH QUESTIONS
1) What experiences inspire students to pursue STEM careers?
2) How do students "see themselves" as engineers through the art of simulation?
We will discuss how schools can use the K 12 Engineering simulation for many CCSS applications, including Writing and Geometry Standards. This was written through the lens of an Engineer.
Integrated STEM (I-STEM) opportunities should be equitable, but in today's world, the doors to I-STEM opportunities quickly close for children who perform below their grade level in mathematics and science. This curriculum aims to provide teachers with entry points and lessons for all students to experience engineering. I-STEM should not be available for only a select few within our school systems; the opportunity to benefit from an integrative experience must be accessible to all students. With accessibility comes the chance to improve academic and employment success. Even if students require language intervention, academic support, or behavioral assistance, there is room for every student in the I-STEM arena. By focusing on culture, we strive to create more dynamic and equitable paths for student engagement within I-STEM.
According to research, African American and Latino populations are attracted to STEM when the work's main purpose is to enhance the common good. Without a focus on creating a better world, African American and Latino populations could lose interest in STEM activities. At the same time, research shows that STEM careers are viable and lucrative options for disadvantaged students (Rozek et al., 2019, p. 1553). According to the US News and World Report, STEM careers exceed non-STEM careers by $8.50 per hour (Hansen, 2017). For many students, however, a bigger paycheck and increased job security may not be appealing enough. Students require a higher purpose to drive their interest in technical STEM fields.
RESEARCH QUESTIONS
1) What experiences inspire students to pursue STEM careers?
2) How do students "see themselves" as engineers through the art of simulation?
We will discuss how schools can use the K 12 Engineering simulation for many CCSS applications, including Writing and Geometry Standards. This was written through the lens of an Engineer.
Speaker
Speaker biography is not available.
Session Chair
Barin Nag (Towson University), Ashutosh Dutta (JHU/APL)
Session Workshops-02
Track 12 — Workshops 2
Conference
1:10 PM
—
2:40 PM EST
Local
Mar 11 Sat, 10:10 AM
—
11:40 AM PST
Digital Ethics in a Global Learning Society
Donna Schaeffer (Marymount University, USA)
0
This facilitated discussion session focuses on enabling students to present learning accomplishments through e-portfolios navigating through a three-way intersection of what is morally acceptable, legal, and within social mores that comprise "Digital Ethics." The intersection of morals, law, and society is made even complex when it is located in a global context. As many pundits envision a future of work and life for our students that is global, we must prepare them to work in a digital ethical manner. For example, in an e-portfolio about a study abroad class, it is possible to include photos of street venders taken with one's mobile phone. It is likely legal to take photos in a public place. But wouldn't it be impressive if the photos were accompanied by a sentence or two where the student explains "I was at the XYZ street market in City 1, and I asked Vendor abc if I could share his/her photo with my classmates and teacher in my e-portfolio about this trip. He/she agreed."?
This brief example covers the technology, legal, and social aspects of digital ethics. In today's global digital society, ethical behavior is paramount.
After a short presentation on digital ethics and international laws regarding materials that students may place in e-portfolios, the session will move to a co-operative attempt at brainstorming best practices for designing clear requirements for what may be included in e-portfolios and identifying resources to help students make good decisions. A goal includes creating a compliance checklist for instructors and students. A compliance checklist can be a subject of future research on its efficacy
This brief example covers the technology, legal, and social aspects of digital ethics. In today's global digital society, ethical behavior is paramount.
After a short presentation on digital ethics and international laws regarding materials that students may place in e-portfolios, the session will move to a co-operative attempt at brainstorming best practices for designing clear requirements for what may be included in e-portfolios and identifying resources to help students make good decisions. A goal includes creating a compliance checklist for instructors and students. A compliance checklist can be a subject of future research on its efficacy
Speaker
Speaker biography is not available.
Session Chair
Ralph Tillinghast (VIRTUAL)
Session Workshops-03
Track 13 — Workshops 3
Conference
1:10 PM
—
2:40 PM EST
Local
Mar 11 Sat, 10:10 AM
—
11:40 AM PST
Digital Ethics and e-Portfolios
Donna Schaeffer (Marymount University, USA); Patrick Olson (National University, USA)
0
This facilitated discussion session focuses on enabling students to present learning accomplishments through e-portfolios navigating through a three-way intersection of what is morally acceptable, legal, and within social mores that comprise "Digital Ethics." The intersection of morals, law, and society is made even complex when it is located in a global context. As many pundits envision a future of work and life for our students that is global, we must prepare them to work in a digital ethical manner. For example, in an e-portfolio about a study abroad class, it is possible to include photos of street venders taken with one's mobile phone. It is likely legal to take photos in a public place. But wouldn't it be impressive if the photos were accompanied by a sentence or two where the student explains "I was at the XYZ street market in City 1, and I asked Vendor abc if I could share his/her photo with my classmates and teacher in my e-portfolio about this trip. He/she agreed."?
This brief example covers the technology, legal, and social aspects of digital ethics. In today's global digital society, ethical behavior is paramount.
After a short presentation on digital ethics and international laws regarding materials that students may place in e-portfolios, the session will move to a co-operative attempt at brainstorming best practices for designing clear requirements for what may be included in e-portfolios and identifying resources to help students make good decisions. A goal includes creating a compliance checklist for instructors and students. A compliance checklist can be a subject of future research on its efficacy
This brief example covers the technology, legal, and social aspects of digital ethics. In today's global digital society, ethical behavior is paramount.
After a short presentation on digital ethics and international laws regarding materials that students may place in e-portfolios, the session will move to a co-operative attempt at brainstorming best practices for designing clear requirements for what may be included in e-portfolios and identifying resources to help students make good decisions. A goal includes creating a compliance checklist for instructors and students. A compliance checklist can be a subject of future research on its efficacy
Speaker
Speaker biography is not available.
Session Chair
Ralph Tillinghast (VIRTUAL)
Session Workshops-04
Track 14 — Workshops 4
Conference
1:10 PM
—
2:40 PM EST
Local
Mar 11 Sat, 10:10 AM
—
11:40 AM PST
Location
Room Number: K-223 (Upstairs, Second Floor)
Design and Testing of Dielectric Barrier Discharge Torches for Wound Healing and Sterilization
Krishnaveni Parvataneni (BASIS Independent Silicon Valley, USA)
0
Due to their low temperatures, non-thermal dielectric barrier discharge (DBD) plasma jets are frequently used for medical applications. One prominent application involves rapid wound healing/sterilization that is achieved by exposing the wound surface to an impinging DBD plasma jet. Research efforts at San Jose State University involve the design and testing of such DBD plasma jet devices including single-electrode, multi-electrode, and variable electrode torches, multi-facet plasma torches, and DBD plasma sheet torches. All these torches were designed, tested, and characterized with the applied voltages (10-20 kV, 10-50 kHz) with helium, argon, or nitrogen as working the working gas. Experimental results have been widely published in various conferences (International Conference on Plasma Medicine 2022, 2021, IEEE, Bay Area Biomedical conference, NCUR, SCCUR). The research was focused on characterizing the plasma jets (Measurements of plasma jet lengths, plasma input power, plasma jet temperatures - gas, vibrational, rotational, and electronic) by using spectroscopy, SpecAir, and simple k-type thermocouples. The impact of adding oxygen and nitrogen in the main gas (helium or argon) on various oxygen and nitrogen (ORS and NRS) radicals were also investigated by applying spectroscopy at different operating conditions. It is widely accepted that ORS and NRS play a vital role in the wound-healing process. For this purpose, additional experiments (TALIF) were performed in Princeton labs to estimate the relative concentration of atomic oxygen at various operating conditions. Over time, a wealth of practical knowledge has been accumulated on various aspects of plasma torch design, characterization, and applications in mitigating bacteria (I have been working as a research intern on this project since 2021). The proposed workshop will present this research experience by educating new students who intend to join the plasma community later on in their research carrier.
The workshop will include the following:
Introduction to plasma and types of plasmas
Nonthermal DBD plasma jets and their applications in the medical field
Design of DBD plasma torches
Characterization of plasma jets (Plasma input power, plasma gas temperatures)
Spectroscopy to identify various plasma species at various operating conditions.
Spectroscopy and SPECAIR to estimate rotational, vibrational, and excitation temperatures
Protocol to grow E-Coli bacteria
Bacteria mitigation results
The workshop will include the following:
Visual inspection of various kinds of DBD plasma torches (will be brought for this workshop)
Multiple PowerPoint presentations describing gas temperature measurements, Spectroscopy, power measurements, SPECAIR based information on vibrational, rotational, and excitation temperatures
Movies for plasma jet operations (on blood drop and Patri E-Coli dishes)
References
Prerequisites:
Preliminary Physics Knowledge
No previous plasma knowledge is required
Work Collaboration and Research Venue
This research work was carried out at IntelliScience Training Institute, San Jose. This was a collaborative project between San Jose State University and IntelliScience Research Institute. The project was fully funded by IntelliScience Research Institute.
Mentor
Bhavya Bellannagari
Department of Computer Science, Columbia University, New York, NY
Dr. Sohail H. Zaidi
Department of Mechanical Engineering, San Jose State University, San Jose, CA
The workshop will include the following:
Introduction to plasma and types of plasmas
Nonthermal DBD plasma jets and their applications in the medical field
Design of DBD plasma torches
Characterization of plasma jets (Plasma input power, plasma gas temperatures)
Spectroscopy to identify various plasma species at various operating conditions.
Spectroscopy and SPECAIR to estimate rotational, vibrational, and excitation temperatures
Protocol to grow E-Coli bacteria
Bacteria mitigation results
The workshop will include the following:
Visual inspection of various kinds of DBD plasma torches (will be brought for this workshop)
Multiple PowerPoint presentations describing gas temperature measurements, Spectroscopy, power measurements, SPECAIR based information on vibrational, rotational, and excitation temperatures
Movies for plasma jet operations (on blood drop and Patri E-Coli dishes)
References
Prerequisites:
Preliminary Physics Knowledge
No previous plasma knowledge is required
Work Collaboration and Research Venue
This research work was carried out at IntelliScience Training Institute, San Jose. This was a collaborative project between San Jose State University and IntelliScience Research Institute. The project was fully funded by IntelliScience Research Institute.
Mentor
Bhavya Bellannagari
Department of Computer Science, Columbia University, New York, NY
Dr. Sohail H. Zaidi
Department of Mechanical Engineering, San Jose State University, San Jose, CA
Speaker
Speaker biography is not available.
Session Chair
Carole Carey (C3-Carey Consultants), Wale Akinpelu (JHU/APL)
Session Workshops-05
Track 15 — Workshops 5
Conference
1:10 PM
—
2:40 PM EST
Local
Mar 11 Sat, 10:10 AM
—
11:40 AM PST
Location
Room Number: K-225 (Upstairs, Second Floor)
STEM approach for Human Rights activism based on Wireless Technologies - Including an analysis of Diversity and Inclusion - from the 1940s predicting the future in 2030
Paulo Sergio Rufino Henrique (CGC/ Aarhus University, France, Paris)
1
*** Objectives:
The proposed workshop aims to demonstrate the importance of wireless communications to foster STEM studies through the lenses of Diversity, and Inclusion, Gender Equality, and other Sustainable Development Goals set by the United Nations. During the proposed workshop, the presenter will slice through history the technologies underpinned the wireless communication systems from the development of Spread Spectrum Technology by the actress Heidy Lamarr in 1940, passing thru the contributions to the pivotal role of the black female engineer Gladys West. Additionally, the presenter will slide the main components of mobile generations from 2G to 5G that foster human rights based on education, participation in the economy, and human activism like fighting social mobilization. The final objective is to promote the studies of STEM to foster the next generation of engineering in the future wireless technology, the 6G.
***Here is the proposed Workshop Description:
- Wireless Technologies Milestones (From analog to Digital)
- Cellular Networks first generation.
- From 2G to 5G (Key Network Architecture)
- Human Rights activism based on Wireless Technologies
- The Network Society
- From consumers to prosumers
- Mobile Economy
- SDGs
- Health and Education
- World COVID Impact - An outlook based on Mobile Broadband perspective
- Social Mobilization via Mobile Handsets
- Fighting Disinformation and the AI world
- The next generation of the mobile communication system (6G)
- High-profile fields of STEM studies
Target. Audience: All students above 12 years old. The teachings will offer videos and photos embedded in the PowerPoint presentations.
Additional notes: The workshop will be a storytelling presentation to captivate the student's pedagogical interest in STEM.
*** Expertise Lead Presenter:
Paulo Henrique is an electrical engineer based in Paris, France. Paulo has more than 20 years of working in the telecom industry, from his early years at Unisys to British Telecom and Vodafone UK. Most recently, he has been the Head of Operations and Delivery at Spideo in Paris. He is also a postgraduate in Wireless Communication Systems at Brunel University in London/UK, co-author of the book: 6G The road to the future wireless technology 2030, Ph.D. Candidate at Aahurs University in Denmark under the supervision of Professor Ramjee Prasad and keynote speaker. Paulo Henrique also supports diversity and Inclusion initiatives for the black communities in Brazil, such as art and film exhibitions.
The proposed workshop aims to demonstrate the importance of wireless communications to foster STEM studies through the lenses of Diversity, and Inclusion, Gender Equality, and other Sustainable Development Goals set by the United Nations. During the proposed workshop, the presenter will slice through history the technologies underpinned the wireless communication systems from the development of Spread Spectrum Technology by the actress Heidy Lamarr in 1940, passing thru the contributions to the pivotal role of the black female engineer Gladys West. Additionally, the presenter will slide the main components of mobile generations from 2G to 5G that foster human rights based on education, participation in the economy, and human activism like fighting social mobilization. The final objective is to promote the studies of STEM to foster the next generation of engineering in the future wireless technology, the 6G.
***Here is the proposed Workshop Description:
- Wireless Technologies Milestones (From analog to Digital)
- Cellular Networks first generation.
- From 2G to 5G (Key Network Architecture)
- Human Rights activism based on Wireless Technologies
- The Network Society
- From consumers to prosumers
- Mobile Economy
- SDGs
- Health and Education
- World COVID Impact - An outlook based on Mobile Broadband perspective
- Social Mobilization via Mobile Handsets
- Fighting Disinformation and the AI world
- The next generation of the mobile communication system (6G)
- High-profile fields of STEM studies
Target. Audience: All students above 12 years old. The teachings will offer videos and photos embedded in the PowerPoint presentations.
Additional notes: The workshop will be a storytelling presentation to captivate the student's pedagogical interest in STEM.
*** Expertise Lead Presenter:
Paulo Henrique is an electrical engineer based in Paris, France. Paulo has more than 20 years of working in the telecom industry, from his early years at Unisys to British Telecom and Vodafone UK. Most recently, he has been the Head of Operations and Delivery at Spideo in Paris. He is also a postgraduate in Wireless Communication Systems at Brunel University in London/UK, co-author of the book: 6G The road to the future wireless technology 2030, Ph.D. Candidate at Aahurs University in Denmark under the supervision of Professor Ramjee Prasad and keynote speaker. Paulo Henrique also supports diversity and Inclusion initiatives for the black communities in Brazil, such as art and film exhibitions.
Speaker
Speaker biography is not available.
Session Chair
David Mutschler (USN), Jeffrey S. Chavis (JHU/APL)
Session Workshops-06
Track 16 — Workshops 6
Conference
1:10 PM
—
2:40 PM EST
Local
Mar 11 Sat, 10:10 AM
—
11:40 AM PST
Location
Room Number: K-227 (Upstairs, Second Floor)
Toward Scalably Empowering Trailblazing Students through Inclusive and Supportive Mentoring, Systematized Training, and Data-Driven Assessment
William Gray-Roncal (Johns Hopkins University, USA)
1
Speakers:
William Gray-Roncal, PhD: Electrical Engineer and CIRCUIT Program Lead, focused on program vision and unique elements required to support trailblazing students.
Martha Cervantes: Mechanical Engineer and CIRCUIT Project Manager, focused on program implementation and scalability.
Katy-Ann Carr: Mechanical Engineer and CIRCUIT Training Staff, focused on sensor-based human performance and assessment.
Danilo Symonette: Computer Scientist and PhD student, focused on next-generation assessment and XR methods to encourage and support students.
Aishwarya Jayabharathi: Education Masters Student, focused on qualitatively and quantitatively understanding Imposter Syndrome and Self-Efficacy in diverse populations.
Erik C. Johnson, PhD: Electrical Engineer and CIRCUIT Training Lead, focused on project-based learning and assessment.
Learning Objectives: (1) To provide generalized insight into how to combine engineering expertise with outreach programs to provide a more robust approach to learning; (2) to better understand systemic barriers faced by underresourced and underrepresented students in becoming leaders in STEM; (3) to discuss scalable, assessment-based solutions to overcome intervention limitations.
Target Audience: Educators, Engineers and Scientists, and Students (especially college, but high school also welcome).
Workshop Overview: Our team has developed the CIRCUIT program over the past 7 years to serve diverse, passionate, highly capable trailblazing students who have had limited opportunities to convert their potential to kinetic energy. We have developed eight pillars including: holistic recruiting, mission-driven research, targeted technical training, leadership development, high-resolution assessment, diverse mentorship, academic partnerships, and career empowerment. In this workshop, we will explain our program vision and the key elements that inspire and allow us to successfully achieve our program goals. We will discuss how to identify and help students to overcome structural barriers, and leverage engineering and assessment methods to create a high-quality and scalable approach. We hope that attendees can meet new collaborators and learn principles that can be distilled and leveraged in their own work with students, whether on an individual or program level.
William Gray-Roncal, PhD: Electrical Engineer and CIRCUIT Program Lead, focused on program vision and unique elements required to support trailblazing students.
Martha Cervantes: Mechanical Engineer and CIRCUIT Project Manager, focused on program implementation and scalability.
Katy-Ann Carr: Mechanical Engineer and CIRCUIT Training Staff, focused on sensor-based human performance and assessment.
Danilo Symonette: Computer Scientist and PhD student, focused on next-generation assessment and XR methods to encourage and support students.
Aishwarya Jayabharathi: Education Masters Student, focused on qualitatively and quantitatively understanding Imposter Syndrome and Self-Efficacy in diverse populations.
Erik C. Johnson, PhD: Electrical Engineer and CIRCUIT Training Lead, focused on project-based learning and assessment.
Learning Objectives: (1) To provide generalized insight into how to combine engineering expertise with outreach programs to provide a more robust approach to learning; (2) to better understand systemic barriers faced by underresourced and underrepresented students in becoming leaders in STEM; (3) to discuss scalable, assessment-based solutions to overcome intervention limitations.
Target Audience: Educators, Engineers and Scientists, and Students (especially college, but high school also welcome).
Workshop Overview: Our team has developed the CIRCUIT program over the past 7 years to serve diverse, passionate, highly capable trailblazing students who have had limited opportunities to convert their potential to kinetic energy. We have developed eight pillars including: holistic recruiting, mission-driven research, targeted technical training, leadership development, high-resolution assessment, diverse mentorship, academic partnerships, and career empowerment. In this workshop, we will explain our program vision and the key elements that inspire and allow us to successfully achieve our program goals. We will discuss how to identify and help students to overcome structural barriers, and leverage engineering and assessment methods to create a high-quality and scalable approach. We hope that attendees can meet new collaborators and learn principles that can be distilled and leveraged in their own work with students, whether on an individual or program level.
Speaker
Speaker biography is not available.
Session Chair
Steve Bonk (IEEE), Amber Mills (JHU/APL)
Session Workshops-07
Track 17 — Workshops 7
Conference
1:10 PM
—
2:40 PM EST
Local
Mar 11 Sat, 10:10 AM
—
11:40 AM PST
Session Chair
Ralph Tillinghast (RESERVED)
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